confidence and affection; and this old-time darky, wherever you find him in his integrity, pride, and industry, is in bold contrast with the post-bellum negro, despite his educational opportunity. Living as I do in a city famed for its negro schools, I have tried to observe fairly, and indeed with strong predilection in their favor, the processes and results of negro education. Son of an abolitionist of the Henry Clay school, I have sincerely wanted to see the negro succeed educationally and take his place with other men in skill and service. If any city of the South should be the first to confirm the negro’s fitness for an education and his increase in value and in character as the subject of it, I thought it but fair to expect it of a city famous for its colored universities. But, with honorable exceptions to the rule, the negro of post-bellum birth and education in this city is usually a thorn in the flesh to one who seeks or uses his service, no matter what that service may be. “We don’t have to work any more,” said one recently; “we are getting educated.” Yet when one of the darky patriarchs of the Old South died the other day, a leading daily paper, in a tender and beautiful editorial, noted how this colored gentleman of the old school, after a long life of honor and trust, with hundreds of thousands of dollars passing through his hands as confidential messenger, had won the respect of all men by the sheer nobility of his life. [Illustration: CONFEDERATE MONUMENT.] Perhaps the education of hand and foot and eye—the manual training schemes of Booker Washington and other like negro educators—may suffice to avert the degeneracy of the younger negro race. The trouble, however, is that many of these are not enamored of hard work and constant labor. They turn their backs upon ax and saw and plow which the white man offers them along with ample wages, and prefer the negro barroom and the crap table. After forty years have gone, and millions of money have been expended by both Northern and Southern whites in an effort to educate and train him for profitable service, the negro is found practically in two classes—the larger class massed in the cities and towns, too often despising and shirking work except as compelled to it by sheer necessity; the other class consisting of those who are not ashamed of any kind of work in field, factory, or shop, the significant thing being that those who want work and are doing it are commonly the negroes with little or no education, while those who are shunning work are usually of the so-called educated class.